Quick Start Guide - Special Olympics

Special Olympics Coaching Quick Start Guide 

VOLLEYBALL 

October 2008

Special Olympics Volleyball 

Coaches Quick Start Guide 

Table of Contents 

Acknowledgements 3 

Volleyball Practice Competitions 4 

Setting Goals 4 

Creating Meaningful Involvement in Unified Sports® 6 

Sample Workouts 7 

Beginner Team 7 

Intermediate Team 8 

Advanced Team 9 

Volleyball Skills Assessment Card 10 

Special Olympics - Volleyball Skills Assessment for Individuals 11 

Volleyball Attire 13 

Shirt 13 

Shorts 14 

Socks 14 

Shoes 14 

Warm-up Suits 14 

Knee Pads 14 

Volleyball Equipment 15 

Volleyball 15 

Court 15 

Nets 15 

Antennae 16 

Net Standards 16 

Ball Cart/ Ball Bag 16 

Teaching Volleyball Rules 17 

Special Olympics Unified Sports® Rules 20 

Protest Procedures 20 

Eligibility 20 

Rules of the Game 20 

Volleyball Glossary 21 

Appendix: Skill Development Tips 23 

Warm-Up Drills 23 

Circle Passing Drill 23 

BASE Drill (Build All Skills Efficiently) 23 

3 on 3 in 3 Drill 24 

Serving 25 

Underhand Serve 25 

Description – Underhand Serve 25 

Skill Progression – Underhand Serve 25 

Overhand Serve 26 

Skill Progression – Overhand Serve 26 

Serve Drills (Underhand and Overhand) 27 

Ball Toss Drill 27 

Serve to Target Drill 27 

Passing 28 

Skill Progression – Forearm Passing 28 

Volleyball Quick Start Guide- October 2008 1



Skill Progression – Overhead Passing 29 

Passing Drills (Forearm and Overhead) 30 

BASE Drill (Build All Skills Efficiently) 30 

3 on 3 in 3 Drill 30 

Compass Drill 30 

Basket Catch Drill 31 

Zig Zag Drill 31 

Hand Setting 32 

Skill Progression – Hand Setting 32 

Hand Setting Drills 33 

Flick Drill 33 

Run Down Drill 33 

Attacking/ Hitting 34 

Standing Attack 34 

Jumping Attack 34 

Skill Progression – Attacking/ Hitting 35 

Attacking/ Hitting Drills 36 

Target Practice Drill 36 

Blocking 37 

Skill Progression – Blocking 37 

Blocking Drills 38 

Right Place, Right Time Drill 38 

Over and Back Drill 38 

2 Volleyball Quick Start Guide- October 2008



Acknowledgements 

Special Olympics wishes to thank the professionals, volunteers, coaches and athletes who helped in the production of the Volleyball 

Coaching Guide. They have helped fulfill the mission of Special Olympics: to provide year-round sports training and athletic 

competition in a variety of Olympic-type sports for people 8 years of age and older with intellectual disabilities, giving them 

continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills 

and friendship with their families, other Special Olympics athletes and the community. 

Special Olympics welcomes your ideas and comments for future revisions of this guide. We apologize if, for any reason, an 

acknowledgement has been inadvertently omitted. 

Contributing Authors 

Aldis Berzins, Special Olympics, Inc., 1984 Olympic gold medal-winning U.S. men’s volleyball team 

Scott Buss, Special Olympics Southern California – Volleyball Sports Manager 

John Kessel, USA Volleyball – Director, Membership Development & Disabled Programs 

Daniel Leake, Special Olympics Virginia and Special Olympics, Inc. – Volleyball Technical Delegate 

Maureen Marek, Director, National Unified Volleyball Championships 

Ryan Murphy, Special Olympics, Inc. 

Joe Sharpless, Special Olympics, Inc. – Volleyball Technical Delegate 

Denise Tallon, 2003 Special Olympics World Summer Games – Volleyball Sports Commissioner 

Special Thanks To the Following for All of Your Help and Support 

American Sports Centers– Anaheim, CA USA – Location of Special Olympics Volleyball Video Shoot 

Floyd Croxton, Special Olympics, Inc., Athlete 

Karch Kiraly, Three-Time Olympic Gold Medalist, Professional Volleyball Player 

Dave Lenox, Special Olympics, Inc. 

Paul Whichard, Special Olympics, Inc. 

Special Olympics North America 

Special Olympics Southern California 

Jesus Cabrera 

Keith Brigman 

Beckie White 

USA Volleyball 

U.S. Men’s National Volleyball Team, 2008 Olympics Gold Medalist – Beijing Olympics 

A special thanks to Hugh McCutcheon for his cooperation with making members of the USA National Volleyball Team 

available for assistance with the demonstrations used in this Guide. 

Video Clips Starring Athletes from Special Olympics Southern California- Orange County 

Keith Ciminski 

Clint Fink 

Jose Gonzalez 

Chris Iriarte 

Carlos Mendez 

Lilia Mendez 

Angel Mesa 

Josh Padiernos 

Ana Karina Perez 

Ramiro Prado 

Jeffrey Vargas 

Jessica Verasteugi 

Video Clips Starring Athletes from The U.S. Men’s National Volleyball Team 

Ryan Millar, 2008 Olympics Gold Medalist – Beijing Olympics 




Volleyball Practice Competitions 

The more we compete, the better we get. Part of the strategic plan for Special Olympics volleyball is to drive more sport 

development at the local levels. Competition motivates athletes, coaches and the entire sport management team. Expand 

or add to your schedule as many competition opportunities as possible. We have provided a few suggestions below. 

1. Host a Special Olympics area or regional volleyball tournament. 

2. Host and/or participate in practice scrimmages against other local Special Olympics volleyball teams, outside of 

competitions if possible. 

3. Ask a nearby school/club team if your athletes can practice with them or even compete against them in a 

controlled scrimmage. 

4. Contact your National Governing Body and, where available, obtain information on coaches’ certification 

opportunities. 

5. Take the team to see a local university or club volleyball competition or, if possible, watch a televised match. 

Discuss the fundamentals the players are performing and reinforce the importance of executing the skills they 

learn at practice each week. 

6. Incorporate competition components at the end of every training session. 

Setting Goals 

Realistic yet challenging goals for each athlete are important to the motivation of the athlete both at training and during 

competition. Goals establish and drive the action of both training and competition plans. Sport confidence in athletes 

helps to make participation fun and is critical to the athlete's motivation. Please see Principles of Coaching Section for 

additional information and exercises on goal setting. 

The first thing in setting goals is to understand the individual athlete’s limitations. Beginning coaches who write a goal 

statement before establishing what that athlete is capable of will only undermine the validity of the goals. 

1. Determine the intellectual, physical and social strengths and weaknesses of the athlete. 

2. Define three to five small measurable goals that the athlete should realistically be able to achieve over the 

course of a single season. These goals can be skill-based (e.g., learning to consistently serve in), social-based 

(e.g., avoiding any angry outbursts or sulking at practices) or physical (e.g., performing a drill in a faster time). 

3. Remember to phrase your goals in a positive way. 

4. Define one or two goals in which the athlete will need to truly apply him/herself to accomplish – “stretch 

goals.” 

5. Identify how the athlete’s strengths and weaknesses will affect these goals and devise a plan to address any 

potential problems. 

6. Meet with the athlete and appropriate caregiver to explain the goals and gain their understanding and buy-in. 

The degree of support you can expect from the caregiver may limit some of the goals you would otherwise want 

to set. 

7. Avoid goals that are outside of the athlete’s direct control (the team winning a match or tournament). 

8. Determine if there are any non-skill based goals the athlete/caregiver is interested in setting, such as becoming 

an assistant coach for a lower level team, a Global Messenger and/or a SOOPA Official. 

9. Identify whether there is anything you (the coach) will need to learn or accomplish to support these goals. 

What is your plan? 

10. Identify motivating rewards or recognition you can offer the athletes as they achieve each goal. These should 

NOT be in the form of bribery or substantial material rewards. 

Sample Volleyball Goals 

• Learn to consistently serve overhand, measured as getting eight out of 10 in bounds from the regulation service 

line; 

• Lead the team in warm-up and cool-down stretching using the correct sequence of stretches; 

• Give a speech at the annual volleyball awards banquet; 




• Score four out of five in the Individual Volleyball Skills Competition Event #3, forearm passing; 

• Learn to help set up and take down the nets at practice each week; 

• Assist with an outreach presentation at a nearby residential home to help recruit new athletes. 

Benefits of Goal Setting 

Increases athlete's level of physical fitness 

 

 

 

Teaches self-discipline 

Teaches the athlete sports skills that are essential to a variety of other activities 

Provides the athlete with a means for self-expression and social interaction 




Creating Meaningful Involvement in Unified Sports® 

Unified Sports embraces the philosophy and principles of Special Olympics. When selecting your Unified Sports team, 

you want to achieve meaningful involvement at the beginning, during and at the end of your sport season. Unified 

Sports teams are organized to provide meaningful involvement for all athletes and partners. Every teammate should 

play a role and have the opportunity to contribute to the team. Meaningful involvement also refers to the quality of 

interaction and competition within a Unified Sports team. Achieving meaningful involvement by all teammates on the 

team ensures a positive and rewarding experience for everyone. 

Indicators of Meaningful Involvement 

• Teammates compete without causing undue risk of injury to themselves or others. 

• Teammates compete according to the rules of competition. 

• Teammates have the ability and opportunity to contribute to the performance of the team. 

• Teammates understand how to blend their skills with those of other athletes, resulting in improved 

performance by athletes with lesser ability. 

Meaningful Involvement Is Not Achieved When Team Members 

• Have superior sports skills in comparison to their fellow team members. 

• Act as on-field coaches, rather than teammates. 

• Control most aspects of the competition during critical periods of the game. 

• Do not train or practice regularly, and only show up on the day of competition. 

• Lower their level of ability dramatically, so that they do not hurt others or control the entire game. 




Sample Workouts 

Beginner Team 

Warm-up (10-15 minutes) 

- Jogging: 3 minutes around court 

- Stretching: Chest, shoulders and arms, hamstrings, quads, groin and calves 

- Team warm-up: Pepper, setting and hitting, passing and serving to warm up 

the body 

Skill Work (45 minutes) 

Introduction to Passing 

- After the coach demonstrates the proper form, the athletes will practice 

assuming the correct passing platform without the ball. 

- Athletes form two lines facing each other 2 meters (6 feet) apart and practice 

passing the ball back and forth between them. 

Introduction to Serving 

- Demonstrate underhand serve. 

- Athletes form two lines facing each other 2 meters (6 feet) apart on the same 

side of the net and practice serving the ball to each other, focusing on correct 

mechanics rather than distance or height. 

- Once the athletes become more confident, they should move farther apart and 

onto opposite sides of the net. 

Introduction to Hitting 

- Demonstrate correct hitting mechanics 

- Athletes form one line facing the net 2 meters (6 feet) away and practice 

hitting a ball over the net. The ball comes from a coach who stands 1 meter 

(3 feet) away and very gently tosses the ball to the athletes. 

Team Concept (15 minutes) 

- Practice ready positions with six players on the court. 

- Explain the standard rotation (clockwise) and how substitutions will be 

made. 

- Discuss the offensive and defensive responsibilities of each position (who 

passes, who sets, who hits, etc.). 

Cool-down (10 minutes) 

- Bring the team together for cool-down stretching. 

- The coach will make one positive comment about each athlete within a 

“winners circle.” 




Intermediate Team 

Warm-up (10- 15 minutes) 

- Jogging: 5 minutes around court 



the body 


BASE Drill 

- Focus on accurately passing the ball to the setter. 


Service Reception 

- Set up the team to receive serve and practice passing the serve to the setter. 

- The coach or assistant coach should lead the drill by serving to every part of 

the court, allowing the team to practice their passing and communication 

skills. 

- For each settable pass, the team receives one point; the drill can end when a 

total number of settable passes have occurred or when a specific number have 

occurred in a row. 

Scrimmage (30 minutes) 

Divide the team into two equal groups of six, and play using competition rules. 

- Ideally this will be a six on six game. Coaches, volunteers or family members 

can be recruited to fill out one team. 

- Whenever possible, have an official who uses whistles and hand signals to 

train the team on what to expect in competition. 




“winners circle” 




Advanced Team 

Warm-up (10- 15 minutes) 

- Jogging: 5 minutes. around court with slow giant arm swings 



the body 


BASE Drill 

- Focus on accurately passing the ball to the setter. 


Transition Scoring 

- Set up the team to receive serve. 

- The coach or assistant coach should lead the drill by serving; the team will 

pass, set and attack the ball over the net. 

- As soon as the ball clears the net (and before the team is ready), the coach will 

toss a second ball into the court, forcing the team to scramble to play defense 

immediately. 

- If the team is able to pass, set and attack the second ball back over the net 

during transition, they will get one point. 

- If the team uses fewer than three hits or fails to return either ball back over the 

net, no point is scored and the drill begins again. 

- Once the team has scored 5 points, the drill ends. 

Scrimmage (30 minutes) 

Divide the team into two equal groups of six, and play using competition rules. 

- Ideally this will be a six on six game; however, for advanced players the 

scrimmage can be four on four, three on three, or even two on two. 

- Whenever possible, have an official who uses whistles and hand signals to 

train the team on what to expect in competition. 




“winners circle.” 




Volleyball Skills Assessment Card 

The sport skills assessment card is a systematic method useful to determine the skill ability of an athlete. The sport 

skills assessment card is designed to assist coaches in determining athletes’ ability level in a sport before they begin 

participation. Coaches will find this assessment a useful tool for several reasons: 

1. Helps coach and athlete determine which positions the athlete is best suited to play, e.g., setter, hitter, Libero 

(defensive specialist) etc. 

2. Establishes the baseline training areas of athlete 

3. Assists coaches to group athletes of similar ability in training teams 

4. Measures the athlete’s progression 

5. Helps determine the athlete’s daily training schedule 

Before administering the assessment, coaches need to perform the following analysis when observing the athlete. 

• Become familiar with each of the tasks listed under the major skills 

• Have an accurate visual picture of each task 

• Have observed a skilled performer executing the skill 

When administering the assessment, coaches will have a better opportunity to get the best possible analysis of their 

athletes. Always begin by explaining the skill you would like to observe. When possible, demonstrate the skill. 




Special Olympics - Volleyball Skills Assessment for Individuals 

Name: Athlete Partner 

Jersey Number: 

Coach's Name: 

Team Name: 

Evaluator's Name: 

Delegation: Date of Evaluation: / / 

_____ CHECK HERE if using “Modified Rules” for this assessment 

Individual Assessment for Team Play 

A. Serving (indicate the choice most representative of the athlete's skill level) 

Difficulty tossing/contacting ball (1) 

Sometimes serves underhand legally over the net (2) 

Legally serves underhand consistently and effectively (3) 

Legally serves both underhand and overhand over the net (4) 

Consistently serves overhand over the net (5) 

Often serves overhand over the net, such that the opposing team cannot return (8) 

NOTE: The Evaluator must consider skill level of opposing team when considering Value (8) 

SCORE: 

B. Passing (indicate the choice most representative of the athlete's skill level) 

Difficulty completing a forearm pass to teammate (1) 

Sometimes completes a pass to teammate (2) 

Only completes passes that come directly to him/her (3) 

Usually completes passes received in general area of his/her position (4) 

Chooses best type of pass (overhead/ set/ forearm) for the situation (5) 

Completes passes accurately to the setter to run an offense (6) 

Controls the offense with ability to complete an advanced pass, overhead set and forearm pass (8) 

SCORE: 

C. Blocking (indicate the choice most representative of the athlete's skill level) 

Does not block at all, regardless of the situation (1) 

Makes little to no effort to block and often is out of position for the block (2) 

Blocks only when the ball is hit directly in front of him/her (3) 

Goes after attacks that are within 1-2 steps (4) 

Aggressively attempts blocks 3-4 steps away, makes many successful blocks (6) 

Exceptional ability to stop opponent's attacks all along the net with good body control (8) 

SCORE: 

D. Attacking/Hitting (indicate the choice most representative of the athlete's skill level) 

Does not demonstrate knowledge of basic mechanics of front row play (1) 

Periodically makes an uncontested attack over the net (2) 

Hits the ball over the net when it comes directly to him/her (3) 

Hits the ball over the net when it is set to him/her, occasionally moving to a set 1-2 steps away (4) 

Consistently hits the ball over the net into the opposite court (5) 

Consistently hits the ball over the net that the opposing team cannot return (6) 

NOTE: The Evaluator must consider skill level of opposing team when considering Value (6) 

Demonstrates ability to jump and attack the ball downward (8) 

SCORE: 




Special Olympics - Volleyball Skills Assessment for Individuals 

E. Communication (indicate the choice most representative of the athlete's skill level) 

Does not communicate with teammates or coaches; does not make any motion toward the ball (1) 

Does not communicate with teammates or coaches; often runs into other players and takes balls called by teammates (2) 

Responds to communications from teammates and coaches by changing the way he/she plays on the court (4) 

Calls for and aggressively pursues balls near his/her position and backs away from teammates who call for a ball (5) 

Encourages teammates to communicate; helps guide teammates on the court (6) 

Strongly communicates with teammates and coaches during play (8) 

SCORE: 

F. Game Awareness (indicate the choice most representative of the athlete's skill level) 

Sometimes confused on offense and defense; does not transition; stays in one place (1) 

Can play a fixed position as instructed by coach; may go after an occasional loose ball (2) 

Limited understanding of the game; performs basic skills and will run occasional plays if coach prompts (4) 

Moderate understanding of the game; some offensive plays and solid defensive skills (6) 

Advanced understanding of the game and mastery of volleyball fundamentals (8) 

SCORE: 

G. Movement (indicate the choice most representative of the athlete's skill level) 

Maintains a stationary position; does not move to or away from the ball as necessary (1) 

Moves only 1-2 steps toward the ball (2) 

Moves toward the ball, but reaction time is slow and has intermittent transition from offense to defense (4) 

Movement permits adequate court coverage (5) 

Good court coverage, reasonably aggressive; good transition from offense to defense (6) 

Exceptional court coverage, aggressive anticipation; great transition from offense to defense (8) 

Divide TOTAL SCORE by 7 to determine OVERALL RATING 

[Round off to the nearest tenth, e.g. 4.97 = 5.0 or 3.53 =3.5; Maximum Rating = 8] 

SCORE: 

Total Score: 

(Maximum Score = 56) 

OVERALL RATING: 

Signature of Coach/ Evaluator: 




Volleyball Attire 

Appropriate volleyball attire is required for all competitors. As coach, discuss the types of sport clothes that are 

acceptable and not acceptable for training and competition. Discuss the importance of wearing properly fitted clothing, 

along with the advantages and disadvantages of certain types of clothing worn during training and competitions. For 

example, long pants (non-athletic) are not proper volleyball attire for any event. Explain that athletes cannot perform 

their best while wearing non-athletic pants that restrict their movement. Take athletes to school or university 

competitions while training or during competitions, and point out the attire being worn. You can even set the example, 

by wearing appropriate attire to training and competitions. The correct volleyball attire is a shirt (jersey), shorts, socks 

and shoes. 

It is forbidden to wear any object that may cause injury or give an artificial advantage to the player. For safety 

reasons, it is recommended that a player not wear a hat or jewelry. If worn, religious or medical medallions shall be 

removed from chains and taped or sewn under the uniform. If a ring, other than a flat band, cannot be removed, it 

should be taped in a manner as not to create a safety hazard. 

Players may wear glasses or lenses at their own risk. Products may be available to aid in the prevention of injuries 

specifically to the eyes, ankles and knees. 

Shirt 

During practice, athletes should wear a shirt that is comfortable and allows freedom of movement in the shoulder area. 

Long sleeves can reduce the impact of the ball on the forearms during passing and are therefore an acceptable option. 

Make sure the length of the shirt is long enough to tuck into a pair of shorts or warm-up pants. 

During competition, player jerseys must be numbered from 1 to 99, no duplicates allowed. The number must be clearly 

visible and of a contrasting color to the jersey and placed at the center of the front (minimum 15 cm [6 inches]) and the 

center of the back of the jersey (minimum 20 cm [8 inches]); the stripe forming the numbers shall be a minimum of 2 

cm (¾ inches) in width. The color and design of the jerseys and shorts must be the same for the entire team. A player 

who plays as a Libero must wear the same number as displayed on his or her non-Libero jersey. The competition 

manager may make discretionary exceptions for specific match (es). These specifications are included to guide the 

coach when uniforms are being ordered or otherwise procured. 




Shorts 

During practice, athletes should wear gym shorts or their uniform shorts. Shorts should provide the athlete with comfort 

and good appearance. 

During competition, all players should wear shorts that are similar in appearance; this includes striping, color and 

logos. 

Socks 

It is recommended that athletes wear socks to help absorb the foot moisture during activity. Because of the continuous 

stop-and-go action in volleyball, socks may help to prevent blisters. 

Shoes 

It is recommended that athletes wear shoes that are specifically designed for volleyball. It is important to have shoes 

with cushioned insoles, arch support and heel support. High tops are acceptable. 

Warm-up Suits 

It is recommended that athletes wear a warm-up suit prior to and after a volleyball game or practice in cooler 

environments. A medium weight cotton sweatshirt and sweatpants are excellent inexpensive warm-ups. 

Knee Pads 

Knee pads are highly recommended to help protect the knees from bruises and floor burns. 




Volleyball Equipment 

The sport of volleyball requires the type of sporting equipment below. Products may be available to aid in the 

instruction of volleyball skills. 

Volleyball 

The size of the ball should be no larger than 81 centimeters (32 inches) in circumference and weigh no more than 226 

grams (8 ounces). It should be as close as possible to the regulation-size volleyball. The ball shall be spherical in shape 

and made of flexible leather or synthetic leather with a bladder inside made of rubber or a similar material. Its color 

may be a uniform light color, or a combination of colors. The inside pressure shall be 0.30- 0.32 kg/cm 2 (4.26 to 4.61 

psi). In Modified Team Competition a lighter weight, leather or synthetic leather, modified volleyball may be used. 

Court 

While it is recommended that a regulation 9 meter x 18 meter ( 29 feet 6 inches x 59 feet) court be used, the Special 

Olympics modification allows for the service line to be moved closer to the net, but no closer than 4.5 meters (14 feet 9 

inches). If a regulation size court is unavailable, then modifications may be made to allow for play in a safe manner. 

Nets 

Used to separate the teams during play, men’s net height of 2.43 meters (7 feet 11 5/8 inches) is used for regular and 

Unified Sports. Women’s net height of 2.24 meters (7 feet 4 1/8 inches) is used for Women’s and Modified Team 

Competition. The official net is 1 meter (39 inches) wide and 9.5 to 10 meters (31 feet 6 inches to 33 feet) long (with 25 

to 50 cm [10 inches to 19 ½ inches] on each side of the side bands), made of 10 cm (4 inch) square black mesh. At its 

top a horizontal band, 7 cm (2 ¾ inches) wide and made of two-fold white canvas, is sewn along its full length. 




Antennae 

These are vertical flexible rods attached to the opposite sides of the net at the points the net crosses the sidelines. An 

antenna is 1.80 meters (5 feet 11 inches) in length, and the top 80 cm (32 inches) extends above the net and is marked 

with 10 cm (4 inch) stripes of contrasting color, preferably red and white. 

Net Standards 

The posts supporting the net which are placed at a distance of .50 to 1.0 meters (20 inches to 39 inches) outside the 

sidelines, they are 2.55 meters (8 feet 4 inches) high and preferably adjustable. When available, pads for the posts 

should be used. 

Ball Cart/ Ball Bag 

A device used to carry or hold volleyballs during practice or competition. 




Teaching Volleyball Rules 

The best time to teach the rules of volleyball is during practice. For example, when during a practice game a player 

makes contact with the net, this would be a good time to stop the game and explain that you cannot contact the net 

while trying to make a play on the ball. As an international sports program, Special Olympics has both adopted and 

modified Federation Internationale de Volleyball (FIVB) Rules. Please refer to the official Special Olympics Sports 

Rules, which can be found at www.specialolympics.org for the complete listing of volleyball rules as modified and 

approved by Special Olympics Inc. As coach, it is your responsibility to know and understand the rules of the game 

and to teach these rules to your players and other coaches. To assist you with this responsibility, listed below are 

selected rules that govern the sport of volleyball. 

Occasionally, the situation will occur where a properly registered team with at least six players on the roster is unable to 

field six players at any point during a competition due to injury or other problems. Below national level, the 

Competition Manager may allow that team to continue at their discretion as long as that team would not receive a 

competitive advantage. Special Olympics Unified Sports® teams may never have more partners than athletes on the 

floor at the same time. 

Court 

It is recommended that a regulation-size court be used. However, the Special Olympics modification allows for the 

service line to be moved closer to the net, but no closer than 4.5 meters (14 feet 9 inches). If a regulation-size court (18 

meters by 9 meters, surrounded by a free zone of a minimum of 3 meters wide on all sides ) is unavailable, then 

modifications may be made to allow for play in a safe manner. In Modified Team Competition, the court may be 

reduced in size to 7.62 meters (25 feet) wide and 15.24 meters (50 feet) long. The height of the net should be: 

 

 

Men’s and coed competition―2.43 meters (7 feet 11 5/8 inches) 

Women’s competition—2.24 meters (7 feet 4 1/8 inches) 

Unified Sports competition―2.43 meters (7 feet 11 5/8 inches) for men and coed, and 2.24 meters (7 feet 4 1/8 

inches) for women 

Officials 

In competition, teams may be required to furnish one or more officials to function as described below. 

1 st Referee (R1) 

The 1 st referee is in charge of the match and has the final authority on all matters. The R1 will be on the stand opposite 

the scorekeeper and will make decisions involving ball handling, lifts, throws, etc. The referee will give decisions with 

whistle and hand signals. These signals can be found in the FIVB Rulebook. All judgment decisions by the R1 are 

final. 

2 nd Referee (R2) 

The 2 nd referee is located on the floor, opposite the R1 and near the team benches and the scorekeeper. The R2 is 

mainly responsible for control of the net, watching for infractions. The R2 may also assist the R1 on ball handling calls 

by giving a discreet signal if the R1 is screened or blocked on the play. The R2 may not blow the whistle in this case, 

but should assist the R1 as needed. The R2 is also responsible for oversight of the scorekeeper and for administering all 

substitution requests. 

Scorekeeper 

The scorekeeper is responsible for keeping the score sheet according to the rules of the game or other such duties as 

authorized. It is the duty of the scorekeeper to ensure that the visual scoreboard is accurate. 




Libero Tracker 

For those programs using the Libero provision in the rules, a minor official may be required to track Libero 

replacements. 

Line Judges (LJ) 

Line judges are an important part of the officiating team. They stand in the left corners (behind the left back position) 

of the court and assist the R1 with calling the ball in, the ball out and touches as instructed by the R1. 

SOOPA 

The Special Olympics Officials’ Program for Athletes (SOOPA) is designed to assist with the development of Special 

Olympics athletes to be trained in skills necessary to officiate at variable levels of responsibility, consistent with the 

ability of the athlete. In volleyball, the local Special Olympics affiliate should work closely with the National 

Governing Body affiliate to encourage a SOOPA official to become certified through the NGB. 

Pre-match Meeting 

During the pre-match meeting, the R1 will meet with representatives from each team to: 

1. Clarify warm-up procedures 

2. Explain event/tournament/match rules and facility ground rules 

3. Determine which team serves first and from which side of the court they will serve 

Start of the Match 

When ready, the R1 will instruct the players to line up on the end line. On a signal from the R1, the players will move 

onto the court and line up in the proper rotation while the R2 verifies their position on the court. 

Start of the Set 

When all players are in the proper position and both teams are ready to play, the R1 will beckon for the server to serve 

the ball. The serve beckon will be done with both a whistle and arm motion. Please refer to the FIVB rulebook for 

details on all the signals used by both officials. 

Service Rotation 

When the receiving team has gained the right to serve, the players rotate one position clockwise. There are two 

exceptions to this: 

1. In Unified Sports Volleyball, when the serving team has scored three consecutive points they shall rotate one 

position clockwise and maintain service. The receiving team will NOT rotate. 

2. In Modified Team Competition volleyball, a three-point or five-point serving rule will be used. Once a player 

has scored the three or five points, there will be an automatic loss of possession with the opponent getting ball 

and service but no point. 

Ball In/Ball Out 

A ball that lands inside the court or on any part of the line is considered good. A ball that lands outside of the court and 

completely outside of the line is considered out. 

Method of Scoring 

Volleyball is played using the Rally Scoring method. Each time a ball is put in play, a point will be awarded. The 

exception is if the referee directs a replay (a ball from another court comes onto the court, etc.). You do not need to be 

serving for your team to earn a point. 

Time-Outs 

Each team may call two time-outs per set, each lasting 30 seconds in duration. 




To Win a Set/Match 

Teams need to earn 25 points to win the set (the deciding set is played to 15 points). You must win by at least two 

points. Matches are played either best two out of three sets or best three out of five sets. Please be sure to check with 

your competition manager for the format of each competition. Some matches may be either shortened or lengthened 

due to time and/or space considerations. 

Sanctions 

Yellow Card 

A warning against a player or coach that results in the opposing team getting a point. 

Red Card 

A sanction against a player or coach that results in an expulsion from the set. 

Red/Yellow Card Held Together 

A sanction against a player or coach that results in a disqualification from the match. The competition manager will 

decide if the incident requires the player or coach to be out of the tournament. 

Common Violations 

• Lift 

• Throw 

• Double hit 

• More than three hits 

• Touching the net while playing the ball 

• Center line violation (under the net) 

• Out of rotation 

• Wrong server 

• Back row attack 

• Service foot fault 




Special Olympics Unified Sports® Rules 

There are a few differences in the rules for Special Olympics Unified Sports® competition as stipulated in the official 

Special Olympics Sports Rules. The differences are highlighted below: 

1. A roster consists of a proportionate number of athletes and partners. Although the exact distribution of roster 

spots is not specified, a volleyball roster containing eight athletes and two partners does not meet the goals of 

the Unified Sports Program. 

2. A lineup during the competition consists of half athletes and half partners. Unified Sports Volleyball will 

consist of three athletes and three partners. They will alternate on the lineup sheet (ex: one partner, one athlete, 

etc.). In extenuating circumstances, a competition manager may allow more athletes than partners if he/she 

deems that it is still in the spirit of Unified Sports. 

3. In team sports, division assignment is based on the best players on the roster, not the average ability of all 

players. 

4. Team sports must have an adult, non-playing coach. Player-coaches are not allowed in team sports. 

1. 

Unified Sports Volleyball is designed to contribute further to the mainstreaming of individuals with intellectual 

disabilities by bringing together individuals with intellectual disabilities and those without on the same team as equal 

partners. The equality among all teammates is enhanced when the teammates are of roughly the same age and ability. 

The selection of athletes and partners of similar age and ability is essential for Unified Sports Volleyball training and 

competition. 

It is very important that the Unified Sports partners know their role on the team and in Special Olympics in general. 

Player dominance by Unified Sports partners does not meet the intent and goals of the program and does not allow the 

athletes to showcase their talents. A good partner is one who plays right alongside the athlete and has a similar ability. 

In a perfect world, it would be impossible to differentiate between the contributions of an athlete and a Unified Sports 

partner. 

Protest Procedures 

Protest procedures are governed by the rules of competition. The role of the competition management team is to enforce 

the rules. As coach, your duty to your athletes and team is to protest any action or events that occur while your athletes 

are competing that you think violated the Official Volleyball Rules. It is extremely important that you do not make 

protests because you and your athlete did not get your desired outcome. Protests are serious matters that impact a 

competition’s schedule. Check with the competition manager prior to competition to learn the protest procedures for 

that competition. 

There are generally two types of protests: Eligibility and Rules of the Game. 

Eligibility 

Protests regarding eligibility shall be filed according to the procedures approved by the competition management team. 

Rules of the Game 

Protests must be made by the playing captain prior to the next serve. Judgment is not a protestable situation. A valid 

protest would be a rule that the coach and playing captain feel the official has misapplied. An example would be an 

erroneous number of partners on the court or the official failing to enforce the number of substitutions in a particular 

game. 

If a valid protest has been made and accepted by the first referee (R1), the referee will get off the stand and consult 

the rulebook. If, after consulting the rulebook, the playing captain still wants to protest, the R1 will send a suitable 

representative to locate the competition manager. At this time, the scorekeeper should record all pertinent facts for the 

match (score, time of protest, substitutions used, time-outs taken, etc.). The competition manager and/or Chief Referee 

will make a ruling on the protest. If denied, play will begin immediately. If the protest is upheld, the play in question 

will be played over and the problem corrected. These decisions are final. There is no appeal. The set will proceed 

immediately upon conclusion of a decision being made. 




Volleyball Glossary 

Term 

Antenna 

Attack Line 

Back Row Attack 

Back Row Block 

Ball In 

Ball Out 

Base Position 

Block 

Center Line 

Contact, Double 

Contact, Successive 

Contacts, Consecutive 

Dead Ball 

Deciding Set 

Dig 

Divisioning 

Foot Fault 

Held Ball 

Hitter/Spiker 

Knee Pads 

Libero 

Match 

Officials 

Overlap 

Definition 

A flexible pole extended up from the net, attached as part of the net extension to 

designate the outside boundaries of the court 

The line across the court at 3 meters from the center. Back row players may not attack 

a ball on or in front of this line 

When a back row player attacks the ball on or in front of the attack line 

When a back row player blocks a ball at the net 

Ball which lands on the court, on or inside of the boundary line 

Ball which lands outside of the court 

The designated position of an athlete at the time of the service 

The skill of jumping at the net to stop a ball from entering your court 

The line directly under the net 

A violation in which a player hits the ball twice in succession or the ball contacts 

various parts of his/her body in succession 

A legal play that occurs during the team’s first hit, when successive contacts with 

various parts of the player’s body are permitted in a single action of playing the ball 

A violation in which a player hits the ball two times consecutively (Exception Rules 

9.2.3, 14.2 & 14.4.2) 

The ball is out of play, called by the officials 

The final (3 rd or 5 th ) set to be played if the match is tied 

Usually the first reception by the team after an unblocked spike 

A process to evaluate teams in an effort to achieve parity in competitive brackets or 

pools 

The server touches the end line at the same time as contacting the ball when serving 

A ball that is caught or thrown and not played cleanly 

A player who attacks the ball with force to the opponent’s court 

Optional protective equipment to protect the knees of a player 

A defensive specialist who only plays in a back row position; this player wears a 

contrasting colored uniform and has several other restrictions 

Predetermined number of sets 

1 st Referee: on the stand (R1); 2 nd Referee: on the floor near the score table (R2); 

scorekeeper; Libero tracker; line judges 

A foul that occurs when players are in the incorrect rotation at the precise moment of 

the serve 




Term 

Pancake 

Pass 

Player Replacement 

Playing Captain 

Points to Win 

Rally 

Rally Scoring 

Red Card 

Replay 

Serve 

Setter 

Side Out/Rotate 

Spike 

Substitution 

Definition 

A play where a defensive player will put his/her hand palm down on the floor to 

prevent the ball from hitting the floor 

Usually the first contact by a teammate to the setter 

Act of the Libero either coming into or leaving the game 

The player on the court who represents his/ her team and is the only team member who 

can talk to the referee 

15 or 25 points is required to win a set; in order to win, a team must be at least 2 points 

ahead (Competition management may determine other limits in certain situations) 

The act of playing the ball back and forth over the net 

Each play results in a point unless a replay is directed 

A sanction resulting in the ejection of a player/coach from the set for rude or 

unacceptable behavior with no point being awarded 

When an official instructs the team to play over the previous point due to an error or 

other reasons 

The technique of putting the ball into play 

A player (usually the second team contact) who delivers the ball to a hitter 

When the team wins the serve from the opposing team, the team will rotate one 

position clockwise, often referred to as a Side Out 

A hard driven ball into the opponent’s court, usually accomplished by hitting the ball 

with an overhead arm swing 

The act by which a player enters a set to occupy the position of another player who 

must leave the set 

Time-Out A suspension of play requested by the playing captain or coach and granted by the R1; 

the length of the time-out is governed by rule 

Touch 

Yellow Card 

A ball that is touched by a player either intentionally or accidentally; both count as a 

touch 

A warning to a player/coach for unacceptable behavior that results in a point for the 

other team 




Appendix: Skill Development Tips 

Warm-Up Drills 

The best warm-up drills are based on skills scheduled to be covered in that practice and that the athletes have some 

level of confidence doing already. Warm-up is a low impact exercise, and the intent is to get the blood flowing at the 

same time the athletes are re-engaging their volleyball brains since the last practice or competition. 

Circle Passing Drill 

Description 

The athletes (A) will form a rough circle on one side of the net. The coach (C) will stand in the middle of the circle and 

initiate the drill by tossing the ball to one of the athletes, who will pass the ball back to the coach. The coach in turn 

will pass (or toss) the ball to a different athlete, who will pass it back to the coach, and so on. 

This low level non-impact drill is an opportunity for the coach to discuss the goals of the rest of the practice session, 

reinforce general goals the team should be focused on or discuss upcoming competitions; or just allow the team to bond 

in a cooperative drill. 

The drill can be made more complex by having the athletes set or overhead pass the ball in a controlled fashion. At 

the highest levels, the coach can hit the ball (25% effort) at athletes to warm up their passing/digging skills. 

BASE Drill (Build All Skills Efficiently) 

The basic passing drill below is designed to be easily adaptable to all levels of ability. It also allows athletes of 

differing ability levels to participate in the same drill while each is improving his/her specific skill needs. 

Description 

One player will be stationed at each position A, B and C. The remaining players will form a line off the court behind 

position A. 

1. The ball is tossed over the net from Player A to Player B. (Since every ball comes from over the net, the sooner 

you begin teaching this drill, the sooner your athletes will develop the correct habits.) 

2. Player B passes the ball to Player C with either an overhead or a forearm pass, and then approaches the net. 

3. Player C bump sets the ball to Player B, who is standing 2 meters (6 feet) from the net. Player B catches the ball 

and rolls it under the net to the next Player A in line. 

4. When the drill has been executed and the next player in line moves to position A, the player previously in 

position A moves to position B, the player previously in position B moves to position C, and the player 

previously in position C moves to the last position in line behind position A. 




3 on 3 in 3 Drill 

Description 

Six athletes will play a shortened game of three-hit volleyball to 5 rally points. Three athletes will line up on each side 

of the net inside the 3-meter (10-foot) line, facing the net. 

The drill begins each time with the coach (C) tossing the ball from off the court to an athlete (A) on one of the 

teams. That athlete will need to pass the ball in a controlled fashion to the athlete next to him/her, who will set the ball 

back to the first athlete, who will then attack the ball over the net to the opposing team. The ball must be played 

entirely within the first 3 meters (10 feet) of the net on each side to be legal. 

A team scores a point only when they use three hits and the ball lands within the opposing team’s legal area (inside 

the 3-meter/10-foot line), or the opposing team is unable to legally return the ball using three hits. Once a team has 

scored 5 rally points, a new team of three athletes can be rotated in to play the winners or the existing teams can be 

mixed to form new teams. 

This drill reinforces the idea that volleyball is a three-hit game, and is intended to solve two main problems: 

reducing the tendency to “one over” every ball, and encouraging athletes to understand their responsibilities to play 

defense by shrinking the court to more manageable proportions. 




Serving 

Teaching the athletes a repeatable routine to use each time they approach the service line is the most critical factor for a 

successful serve. The athletes either are coming off the bench to serve or have just been involved in a strenuous play on 

the court; in either case, having a steadying routine for them to fall back on will give them the confidence to serve their 

team to a point. 

Underhand Serve 

Description – Underhand Serve 

The athlete should position the feet behind the service line, shoulder width apart and facing perpendicular to the endline 

(as if planning to hit a golf ball or softball over the net). The athlete will do the following: Hold the ball in the off hand 

in front of the body, palm up. With the off hand, toss the ball approximately .3 meters (1 foot) straight up in the air. As 

the ball is coming down, swing the dominant hand with a closed fist across the body in a natural motion into the bottom 

third of the ball, toward the net. The amount of force the athlete needs to apply is determined by how far into the 

opposing court the serve is intended to land. 

Skill Progression – Underhand Serve 

Your Athlete Can Never Sometimes Often 

Accurately toss the ball 

Make contact with the ball 

Strike the ball with a rigid, consistent contact point 

Get a legal underhand serve over the net 

Get a legal underhand serve over the net and inbounds 

Accurately place the ball to a designated place on the court 

Totals 




Overhand Serve 

The athlete’s position is behind the service line, facing the net, with the feet slightly staggered shoulder width apart. 

The foot opposite the dominant hand should be slightly forward (left forward for a right handed athlete), toes pointing at 

the spot the server is aiming at, with his/her body weight resting primarily on the back foot. The athlete should hold the 

ball in the off hand at arm’s length in front of the body, palm up. The dominant arm should be held above the shoulder, 

with the elbow at the same height as the ear and pointing backward, and the hand pointing forward (“thumb in the ear” 

or “drawing the bowstring”). 

The athlete will do the following: Softly toss the ball 1 meter (3 feet) in the air so that it passes in front of the 

dominant shoulder. Shift the weight from the back foot to the front foot by leaning forward, and rotate the dominant 

arm high and into the path of the ball. Sharply strike the ball with an open hand, aiming at a point slightly above the 

height of the net. Follow through on the arm swing, rotating the upper body for more power. 

A “roundhouse” service style also works for many athletes. The athlete is positioned in the same fashion as the 

traditional underhand service style described in the previous section. Instead of holding the ball waist high and 

swinging the arm at that height across the body, the athlete will hold the ball at shoulder height, toss the ball above the 

head and swing the arm to contact the ball above the head in one “roundhouse” motion. 

Skill Progression – Overhand Serve 


Accurately toss the ball 

Make contact with the ball 

Strike the ball with a rigid, consistent contact point 

Get a legal overhand serve over the net 

Get a legal overhand serve over the net and inbounds 

Accurately place the ball to a designated place on the court 

Totals 




Serve Drills (Underhand and Overhand) 

The drills listed here can be used for both Underhand and Overhand Serving. 

Ball Toss Drill 

Drill Description 

Have the athlete assume the correct serving position (perpendicular to the endline, feet shoulder width apart, off hand 

holding the ball in front, palm up). The athlete will repeatedly toss the ball straight up and back down into the same 

hand. The height of the toss will initially be very low, perhaps only a few centimeters (2 inches). Once the athlete has 

gained confidence with a very low toss, slowly increase the height of the toss until the athlete can consistently toss the 

ball straight up and down 0.3 meters (1 foot). 

Serve to Target Drill 

Drill Description 

Have the athlete assume the correct serving position. The coach will place targets on the opposite side of the net – two 

targets 3 meters (10 feet) from the net and 2 meters (6 feet) from each sideline; two targets 2 meters (6 feet) from the 

back line and 1 meter (3 feet) from each sideline. The targets can be folding chairs laid flat, open newspapers, chalk 

outlines, or even teammates sitting or lying on the floor. The targets should all be horizontal to better train the servers 

to serve into the court but away from the opposing players who will be standing (vertical). 

Each athlete will serve 10 balls to these targets as verbally and visually identified by the coach (deep right, short 

left, etc.). Immediately following each serve, the athlete will run to a prescribed defensive position on the court, 

mimicking game conditions, and then run back to the service line for the next serve. For each target the athlete can hit, 

one point is awarded. As an example, each athlete can have personal performance goals to raise their score of 3 points 

at the first practice to 6 points by the end of the season. 

A variation for athletes who lack the strength to get the ball over the net from the regulation endline is to position 

them at the 3-meter (10-foot) line for the drill. This will allow them to practice their basic mechanics while gaining the 

strength they will need to eventually serve from behind the endline. Slowly moving these athletes away from the net 

will increase their confidence as they get stronger. 




Passing 

The athlete should assume an athletic position – face the direction the ball will come from, feet slightly staggered and 

shoulder width apart, knees bent, upper body slightly leaning forward, hands held loosely in front of the body. Once the 

athlete decides to forearm pass the ball (as opposed to overhead passing), the athlete will clasp the hands together in 

whatever fashion feels comfortable as long as the thumbs are exactly even. The elbows should be locked straight, and 

the thumbs should be pointed toward the floor 1 meter (3 feet) in front of the athlete. 

The athlete should watch the flight of the ball and move the feet so that the ball will contact a point on the forearms 

above the wrist, between the outstretched arms, while still crouched in the athletic position without having to reach offbalance 

in any direction. 

Skill Progression – Forearm Passing 


Create a consistent platform 

Demonstrate a stable, staggered stance 

Demonstrate proper athletic stance 

Forearm pass a ball tossed directly to them 

Forearm pass a ball tossed 1 meter (3 feet) from the athlete 

Forearm pass the tossed ball to the setter 

Forearm pass a ball served directly to them 

Forearm pass a ball served in their area of responsibility 

Forearm pass the served ball to the setter 

Totals 




Skill Progression – Overhead Passing 

The athlete should assume an athletic position – face the direction the ball will come from, feet slightly staggered and 

shoulder width apart, knees bent, upper body slightly leaning forward, hands held loosely in front of the body. 

The athlete should watch the flight of the ball and move the feet so he/she will contact the ball just above and in 

front of the head with both hands, as if setting the ball. The hands of the athlete will need to be much stronger since the 

ball will be coming faster and higher. The ball should be directed in a controlled fashion to the setter rather than simply 

“slapped” back over the net. 


Create a consistent overhead hand position 



Overhead pass a ball tossed directly to them 

Overhead pass a ball tossed 1 meter (3 feet) from the athlete 

Overhead pass the tossed ball to the setter 

Overhead pass a ball served directly to them 

Overhead pass a ball served in their area of responsibility 

Overhead pass the served ball to the setter 

Totals 




Passing Drills (Forearm and Overhead) 

The drills listed here can be used for both Forearm and Overhead Passing. 

BASE Drill (Build All Skills Efficiently) 

The BASE Drill is described in the Warm-up section of this book. 

3 on 3 in 3 Drill 

The 3 on 3 in 3 Drill is described in the Warm-up section of this book. 

Compass Drill 

Description 

The athlete (A) will assume the correct passing position facing the coach (C) approximately 3 meters (10 feet) away. 

The coach will initiate the drill by tossing the ball directly in front of the athlete, who will pass the ball back to the 

coach. The coach will then toss the ball 1 meter (3 feet) to the left of the athlete, who will pass it back to the coach, 

who will toss the ball 1 meter (3 feet) behind the athlete, who will pass it back to the coach, who will toss the ball 1 

meter (3 feet) to the right of the athlete, who will pass it back to the coach, who will toss the ball 1 meter (3 feet) in 

front of the athlete. The drill then repeats 4 more times. 

Each time the athlete moves the feet to the ball, he/she must return to the original ready position to await the next toss – 

the athlete should not anticipate the next toss and run to that position ahead of time. 

This drill is intended to force the athlete to move his/her feet to the ball. The coach should give continuous verbal 

reinforcement during the drill – where the ball is going, move the feet quickly, use proper form, etc. 




Variations 

For more advanced athletes, the coach can vary the location each time without warning, rather than following a 

predictable pattern. The coach can also introduce spin to the toss so the athlete can practice passing a ball in more 

game-like situations. 

Basket Catch Drill 

Description 

The purpose of this drill is to allow athletes to become comfortable judging where the ball should be contacted on their 

forearms. It is designed for very beginning athletes, or athletes who are struggling to make contact with the ball at the 

correct point on their arms or judging when to move their feet to get in proper position. 

The athlete will face the coach 1 meter (3 feet) away in the proper passing position. The coach will gently toss the 

ball to the athlete at a height of 2 meters (6 feet) off the ground. The athlete will “catch” the ball by curling his/her 

arms into a basket while keeping the hands locked. 

Variations 

The drill can be increased in complexity by having the coach toss the ball from farther away, toss the ball higher, toss 

the ball over the net, or toss the ball slightly away from the athlete so he/she must move the feet to make the catch. 

Once the athlete has demonstrated the ability to consistently catch the ball at the correct point on the arms, he/she 

will repeat the drill described above while bumping the ball back to the coach instead of catching it. 

Zig Zag Drill 

Description 

The purpose of this drill is to teach accurate ball control to beginning athletes while changing the direction of the ball, 

encouraging three hits during competition. 

The athletes (A) line up in two rows approximately 3-4 meters apart (10– 13 feet) while facing each other on the 

same side of the net. The drill begins with the coach tossing the ball to the athlete in position A1, who passes to the 

athlete in position A2, who passes to the athlete in position A3, and so on until the ball reaches the last athlete in line, 

who reverses the order. The drill will continue as long as the athletes are able to keep the ball in the air using proper 

technique. It can be done with an unlimited number of athletes, as space allows. 

Variations 

The drill can be made more difficult by varying the distance between the athletes; the farther away from each other, the 

more difficult the drill. 




Hand Setting 

The athlete should face the target of the set (not the source of the pass), standing with the feet shoulder width apart, left 

foot slightly in front of the right foot (regardless of the dominant hand), hands slightly above and in front of the 

forehead as if cradling the ball, with thumbs pointing at the forehead and fingers pointing skyward. 

The setter needs to wait for the ball to make the initial contact with both hands at the same time. The setter then 

changes the direction of the ball toward the target by pushing with both arms outward toward the target, ending with 

arms fully extended and fingers pointing at the ball as it arcs toward the target. 

Skill Progression – Hand Setting 


Create a consistent overhead hand position 



Demonstrate follow-through with full arm extension 

Front set a ball tossed directly to them 

Front set a ball tossed 1 meter (3 feet) from the athlete 

Front set the passed ball to the hitter 

Back set a ball tossed directly to them 

Back set a ball tossed 1 meter (3 feet) from the athlete 

Back set the passed ball to the hitter 

Totals 




Hand Setting Drills 

Flick Drill 

Description 

In this drill the athlete will stand in the correct setting position facing the coach 1 meter (3 feet) away. The coach will 

gently toss the ball into the hands of the athlete, who will “flick” or snap the ball as quickly as possible directly back to 

the coach in a straight line. The coach’s hands should be held in front of his/her face as the target for the athlete to aim 

for. As the athlete gains confidence the coach should slowly move his/her hands higher above the head and make the 

toss from farther away so that the athlete can begin putting arc on the set rather than a straight line. 

The purpose of this drill is to allow the athlete to practice: (1) getting the hands up in the proper position early, (2) 

waiting for the ball to contact the hands before setting it, and (3) flicking the ball rather than hitting it with the hands. 

Variations 

As the athlete gains confidence, the coach can increase the height of the toss, make the toss from an angle rather than 

directly in front or even add spin to the toss. 

Run Down Drill 

Description 

In this drill the setter (S) will begin in the front right position. The coach (C) will initiate the drill by tossing the ball to 

the setter, who will hand set the ball to a stationary target (T). 

The focus of the drill is for the setter to move the feet to the ball as quickly as possible to allow time to stop, face the 

target, set the hands and body in the proper position, and deliver the ball accurately. The tosses from the coach should 

correspond to the ability level of the setter involved in the drill – low, gentle tosses for a beginning setter trying to gain 

confidence, and high spinning tosses off the net for more experienced setters. 




Attacking/ Hitting 

Standing Attack 

The athlete should stand facing the direction the ball is intended to travel (most often at an angle from the set), with the 

feet slightly staggered shoulder width apart. The foot opposite the dominant hand should be slightly forward (left foot 

forward for a right-handed athlete) with the body weight primarily on the back foot. The athlete’s dominant arm should 

be held above the shoulder with the elbow pointing backward and held at the same height as the ear, and the hand 

pointing forward (“thumb in the ear”). The off arm should point in the direction the ball is intended to travel. 

Once the athlete is ready to swing, the off arm will begin to drop as the dominant arm reaches high toward the ball. 

The athlete’s weight will shift from the back foot to the front foot, and the arm will swing into and through the ball, 

snapping the wrist to give the ball topspin. 

Jumping Attack 

The mechanics are the same as a standing attack with the addition of a jump. The athlete will need to be a short 

distance behind where the set will land. He/she will take a 3- or 4step approach to the ball, with the last two steps as the 

jump. The second to last step is the longest. The last step just closes the feet together (step-close). A strong upward 

arm swing helps generate extra vertical height. The athlete should take the last step on the foot opposite the dominant 

arm (left foot for right handed athletes). 




Skill Progression – Attacking/ Hitting 


Demonstrate proper arm position 

Demonstrate fully extended arm swing with follow-through 

Standing, spike the ball over the net from a toss or set 

Standing, spike the ball over the net using a short approach from a toss or 

set 

Accurately hit the ball to a designated place on the court from a toss or set 

Accurately hit a variety of tosses or sets from a variety of heights from a 

standing position 

Time their jump to spike the ball over the net using a short approach from a 

toss or set 

Time their jump to accurately hit the ball to a designated place on the court 

from a toss or set 

Time their jump to accurately hit a toss or set from a variety of heights 

Totals 




Attacking/ Hitting Drills 

Target Practice Drill 

Description 

A coach or setter (S) will stand on the same side of the net as the attacker (A). The attacker initiates the drill by tossing 

the ball to the setter, who will set the ball to the outside for the attacker to approach and hit. The attacker will aim for 

one of the targets (T) on the opposite side of the net. 

Variations 

This drill can be run with the athlete attacking the ball from the ground or in the air, close to the net or 3-4 meters (10- 

13 feet) off the net, or with a high or low set. At a lower level of ability the attacker can be verbally told what set to 

expect before the drill begins (“this will be off the net”); at higher levels the attacker will have to adjust the approach 

without any verbal prompts. 

The drill should also be run from the right side by reversing the angles. 




Blocking 

Blocking is an advanced skill that requires physical height, jumping ability and good judgment to time the jump against 

the attacker. While most Special Olympics athletes will not (and should not) try to block, those who are able can 

change the energy of a game with a well-executed stuff block. 

The athlete should stand squarely facing the net, approximately 15-20 centimeters away (6-8 inches), feet even and 

slightly less than shoulder width apart, hands close to the body in front of the chest with the palms facing the net. The 

athlete will bend deeply with the knees and then explode straight upward, reaching with both hands as high as possible. 

The athlete should attempt to reach over the net, with both arms straight, as far as he/she can without touching the net. 

The outside blocker is positioned to be lined up on the inside shoulder of the attacker at the point where he/she will 

swing at the ball. A blocker on the right side of the court will put his/her right arm on the ball. A blocker on the left 

side of the court will put his/her left arm on the ball. This will give the best chance of blocking an “angle” or crosscourt 

attack. 

Skill Progression – Blocking 


Demonstrate proper blocking stance 

Demonstrate proper jumping technique while reaching as high as possible 

Demonstrate proper arm position above the net 

Position themselves in front of the hitters’ approach 

Time the jump correctly with the hitters’ attack 

Demonstrate proper landing technique 

Totals 




Blocking Drills 

Right Place, Right Time Drill 

Description 

A coach or setter (S) will stand on the opposite side of the net from the blocker (B) and initiate the drill by accurately 

tossing the ball out to a fixed spot where an attacker (A) will hit at an angle. The blocker practices timing the block 

jump against the jump of the attacker. 

Variations 

Once the blocker is able to correctly time the block, the coach/setter can vary the location of the toss: farther outside, 

closer to the middle, lowers, higher, etc. This forces the blocker to move his/her feet to a new position and still time the 

jump against the hitter. 

The blocker will move the feet as either a quick left-right (or right-left) shuffle step (2-step move) if he/she needs to 

move 1 meter (3 feet) or less. If the blocker needs to move more than 1 meter (3 feet), he/she will turn and quickly step 

over to the correct location and then jump straight up and down, this is called a 3-step cross over. 

Over and Back Drill 

Description 

A coach will stand on one side of the net holding a ball 5 centimeters (2 inches) above the net, with one-half of the ball 

on each side of the net. The athlete will assume the correct blocking position on the opposite side of the net from the 

coach. At the signal from the coach (a slap of the ball), the athlete will jump up, place his/her hands around the ball 

without touching the net and land correctly holding the ball. 

Variations 

This drill will be modified to challenge each athlete based on their physical ability. Moving the ball higher above the 

net, further over the net on the opposing court, and/or to the left or right of the athlete are all excellent ways to 

challenge more athletic players. 


www.specialolympics.org 

e-mail: info@specialolympics.org 

Created by the Joseph P. Kennedy, Jr. Foundation for the Benefit of Persons with Intellectual Disabilities. 

QSG_VB_10/08

Quick Start Guide - Special Olympics

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